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Display and Interface Design

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22 <strong>Display</strong> <strong>and</strong> <strong>Interface</strong> <strong>Design</strong>: Subtle Science, Exact Art<br />

However, from the start of our careers thinking about the design of interfaces<br />

for safety critical systems such as nuclear power plants <strong>and</strong> aircraft, a<br />

question has nagged us:<br />

What if the mental models of the operators are naive or even wrong?<br />

This possibility was explicitly noted by Norman (1986), who once described<br />

mental models as “messy, sloppy, incomplete, <strong>and</strong> indistinct” (p. 14). It seemed<br />

obvious that just any mental model would not be sufficient for operating a<br />

nuclear power plant or l<strong>and</strong>ing an aircraft safely. Certainly, these systems<br />

behave according to physical principles <strong>and</strong> it seemed obvious that unless<br />

the thinking (mental model) at least implicitly takes these principles into<br />

account, the control <strong>and</strong> problem solving might be ineffective <strong>and</strong> perhaps<br />

dangerous. In thinking about how to design interfaces in these contexts, we<br />

have found it important to ask, “What is the ‘right’ mental model?” Or, more<br />

conservatively, “Are some models more effective or satisfactory than others?<br />

Why?” The point is that the mental model must have some correspondence<br />

with the physical process that is being controlled.<br />

2.3.2 An Ecological or Situated Perspective: Meaning = Affordance<br />

In thinking about this problem of the right conceptual model, we have come<br />

to question the conventional notion of meaning <strong>and</strong> the conventional notions<br />

about the nature of computational processes. We began to look to the situation<br />

<strong>and</strong> to frame questions of meaning in this context. We found ourselves<br />

asking how the nuclear power plant <strong>and</strong> the aircraft actually work. For example,<br />

we began to press beyond questions to pilots about how they thought or<br />

what they did to ask, “Why was that strategy or that procedure adequate?”<br />

In searching for answers to these questions, we had to go beyond the pilots;<br />

we had to begin talking with the aeronautical engineers <strong>and</strong> we had to begin<br />

learning about aerodynamics.<br />

For example, in a l<strong>and</strong>ing approach to a typical airport, pilots generally<br />

begin by setting the throttle to about 70% of full cruising power. They then<br />

fly the glide path using their stick (elevators)—not to point the aircraft at<br />

the point of touchdown, but rather to keep a constant target airspeed. Most<br />

pilots know this strategy. They know that it normally works. However, not<br />

all can explain why this strategy works or are aware of the conditions where<br />

this might not be the safest strategy (e.g., l<strong>and</strong>ing on short fields or aircraft<br />

carriers).<br />

In the process of exploring questions about why this works, we learned<br />

about the physics of aviation <strong>and</strong> the relations between total, kinetic, <strong>and</strong><br />

potential energy. We learned a new way to think about the flight controls.<br />

We learned that the throttle’s function is to determine the rate of change of<br />

energy. Depending on the throttle’s setting, total energy will be decreasing<br />

(energy-in is less than energy-out due to drag), increasing (energy-in exceeds<br />

© 2011 by Taylor & Francis Group, LLC

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